KONFERENSI NASIONAL SASTRA, BAHASA BUDAYA KS2B 2016 | 147
associates Gardner, 1985; Gardner Lambert, 1972; Gardner MacIntyre, 1991 1993; Gardner Tremblay, 1994. Those research got findings about motivation influences the
second language acquisition.
The existence of motivation influenced learning English skills. There were four skills to complete communication such as Writing, Speaking, Listening, and Reading.
Besides that, there were also the elements of English given in classroom like grammar, vocabulary, spelling and pronunciation. Those elements were supposed to support the
mastery and the development of the four skills above. All these language skills and elements are related to each other.
A solid view of first language acquisition focused on the role of the linguistic environment in interaction with the child’s innate capacities in determining language
development. The interactionist’ position was that language developed as a result of the complex interplay between the uniquely human characteristics of the child and the
environment in which the child developed. Interactionists attributed considerably more importance to the environment than the innatist did. For example, unlike the innatists,
most interactionists claimed that language which was the level of junior modified to suit the case.
The research could not indicate precisely how motivation was related to learning. As indicated before, we do not know whether it was the motivation that produced
successful learning that enhanced the motivation in learning, or whether both were affected by other factors. Depending on the learner’s attitudes, learning a second language
could be a source of enrichment or a source of resentment. One factor which often affected motivation was the social dynamic or power relationship between the languages.
B. RESEARCH METHOD
This study was descriptive qualitative research since it depicted the factors of the motivation and language environment affected the learning and development of English
skill. Moreover, the design of the study is case study. Thus, it analyzed the phenomena that happen in the society that was the English skill of a special homeschooling student. It was
in line with Cresswell 1994 that proposed, qualitative research as an investigative method for understanding a phenomenon based on separate methodological traditions of inquiry
that elicit human conditions or social problem. To collect the data, semi-structured interview was conducted face-to-face. It supports theory from Merriam 1988 that stated,
interview utilization is one of the major sources to obtain qualitative data from subjects. Furthermore, to investigate deeply about the object, the interview was conducted during
thirty minutes via audio-recorded interview.
The subject of this study was a student age 13, a student of homeschooling in the level of Junior High. The subject showed the characteristics of hyperactive. The subject was
very talkative in learning English. Moreover, the English proficiency was above the average. One more strength of the subject was a better English skill compared with other
students in the same grade who shared the same situation. Therefore, the researchers were curious to know the motivation and language environment that affected the English
learning and development of this particular student. This study was conducted in the
subject’s resident. It was due to the accessible to get the data and it could make the subject of this study comfortable in answering the interview’s questions. The instruments were
test and interview, semi-structured interview to be exact.
This research was conducted to answer the following research questions: 1.
How is a homeschooling student’s motivation in learning English? 2.
How does the language environment affect the English proficiency of a homeschooling student?
C. FINDINGS
By interviewing the subject of this study, it showed that the motivation and language environment had contribution to the English proficiency. It could be gained from
the test result, interview, and observation. There is result from the interview that the object has high motivation in learning English. It revealed that the subject of this study liked
what was being learned in the meeting. He also thought that learning what was being taught in every meeting was important for him. Besides, due to the importance of
studying, he tried to put together all the information from meeting and from the book. Moreover, he always tried to understand what the teacher said. She also learned from his
mistakes when he had bad scores on the tests. He copied her notes over to help him in remembering the material. Even she did exercises and answers all the questions the end of
chapter when he did not have to. Moreover, he kept working like as usual even the material was uninteresting and boring. He learned from his previous assignments and also
textbook to do his new assignments. He always tried to do his best and he also works hard to get good scores. He also tried to connect the things he read with what he already knows.
By the activities and things, she did, it could be said that he had high motivation in learning English. The most significant thing was that he got much inspiration from his
uncle. His uncle could speak English very well and he knew more about English literature and art. Therefore, he wanted to be like her uncle who had the same hobby which was
having interest in art and literature and also could speak English fluently. In order to be like his uncle, he did many things and activities that could increase his motivation to learn
English.
Then another factor which was language environment also affected the English proficiency of the object. He had good environment which can encourage his proficiency of
English. The nearest environment was his family member. He always spoke English with his grandfather, who was also English literate, every day. His mother also spoke English
with him, but not as frequent as his grandfather. Not only his mother and grandfather who could speak English, but also his uncle and his father could speak English although only a
little. Thus, his family became the main language environment which boosts his proficiency. Besides the family, he often spoke English with his friends. Moreover, he also
developed his English by communicating intensively with his teachers not only face-to- face but also via social media. Therefore, his good English skill was greatly affected by the
language environment where she involved to.
D. DISCUSSION
From the findings of the study, it could be seen that both motivation and language environment have the important role in increasing her proficiency of English. It supported
the theory from Lightbown and Spada 1993 that claimed the attitudes and motivation were indeed related to successful second L2 learning but it had not been indicated how
they did so. Moreover, it was in line with the findings of some previous researchers that claimed that the motivation influenced the second language learning Gardner, 1985, cited
in Lightbown and Spada, 1993. Furthermore, from the findings of the study, it was possible to say that language environment also affected his English proficiency. Krashen
